资源简介

Unit 5　Here and Now
This unit focuses on “the living conditions and activities of people nowadays” with the background of time and regional differences，exploring the behaviours people are engaged in and the lifestyles behind them in different scenarios.Through a variety of topics and texts，such as daily communication by phone，real time scenes of different cities，weekend activities in parks，etc.，the students are guided to use the present continuous tense accurately to depict the present，improve their language ability to understand and express life situations across time and space.
Unit Content Analysis(单元内容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of various activities(such as ride，work on，race，skate，kick，etc.)，as well as some telephone phrases(such as hold on，call back，take a message，leave a message，etc.).
Sentence Patterns：Use “What are you/they doing？” “What is he/she doing？” to ask others about the activities people are doing，and “I'm/We're/They're/He's/She's ＋v. ing…” to talk about the activities；use phone conversations to find out what others are doing，and “What time is it in Chongqing/Shanghai/…？” to ask about the time in different time zones.
◆ Vocabulary and Sentence Patterns
Listening Activities：The listening materials contain diverse dialogue situations，ranging from friends' invitations and family calls to discussions on various aspects of urban life，training students to sharply capture key information in complex speech，accurately interpret characters' intentions，and deeply empathize with emotional attitudes.
Speaking Practice：Oral practice involves activities such as role playing，telephone imitation，and activity description，which drive students to use vocabulary and sentence patterns fluently and accurately，optimize pronunciation，intonation，and rhythm，enhance confidence in oral expression.
◆ Reading and Writing
Reading Materials：The materials include introductions about what people around the world are doing at the same time，aiming to improve students' reading comprehension and understanding of the time zones，and share their lives with others.
Writing Tasks：Students are required to fill out postcards about one's activities that are happening and write a description of people's activities，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar：Systematically explain the grammatical rules，structural changes，and detailed application in complex contexts of the present continuous tense；analyze in detail with example sentences，consolidate through exercises，and deepen understanding through situational discrimination.
Pronunciation：Focus on the pronunciation rules of specific vowel combinations(/ju /，/u /，/ /) and the techniques of sentence stress and rhythm，calibrate pronunciation norms，optimize voice texture，add luster and empower oral expression with precise pronunciation and beautiful intonation，and enhance language expressiveness and auditory aesthetics.
Key Points 1.Master the construction rules of the present continuous tense and the changes of v． ing form. 2．Firmly remember a rich vocabulary of daily activities，situational communication phrases and telephone communication sentence patterns. 3．Be proficient in text reading skills and writing structure，lay a solid foundation of knowledge and skills for language practice，and open the door to fluent and creative expression.
Key Difficulties 1.Understand and apply the present continuous tense correctly. 2．Cultivate students' writing ability and creativity by writing a description of people's activities.
1．Master the words of activities，phone phrases，and sentence patterns involved in this unit.
2．Be able to listen to and understand conversations and phone conversations about activities and time zones in English.
3．Be able to talk about one's activities in English，have a phone conversation and share their lives with others.
4．Be able to write a description of people's activities in English.
1．Encourage the students to learn about different time zones and stimulate students' love for traditional culture.
2．Guide students to recognize the importance of local culture and think about how to share them.
Learn to discuss，communicate with others about activities and express and share their own activities and lives.Make reasonable speculations，and express and regard what is happening logically，dialectically and innovatively.Realize the transfer of knowledge and thinking ability.
1．Check people's activities in different areas through the Internet，improving the ability to utilize resources and preview lessons.
2．Use mind maps and context maps to build knowledge.
3．Monitor and evaluate the effectiveness of the learning process and precisely adjust strategies and methods.
4．Through cooperative learning，comprehensively train autonomous，cooperative and inquiry based learning abilities.
Learning Situation Analysis(学情分析）
1．Students may have certain understanding and interest in daily lives and phone conversations，but their abilities to express what is happening and use phone conversations to invite friends to do something in English are limited.
2．Students may have difficulties in pronunciation and grammar，requiring targeted guidance and training from teachers.
3．When writing，the structure may be loose.The use of connecting words to make the article coherent and fluent is not effective.In addition，the target language of this unit is not used skillfully and the present continuous tense is not used correctly.
1．Utilize multimedia resources(such as pictures，videos，etc.) to assist teaching，stimulating students' interests in learning.
2．Adopt a situational teaching method and an activity method，allowing students to learn and apply English in real contexts.
3．Focus on pronunciation and grammar training，improving students' language accuracy through repeated practice and correction.
4．Encourage students to write more and practise more，provide writing templates and model essays，guiding students to imitate writing and create.
5．Pay attention to individual differences among students，adopting a combination of tiered teaching and individual tutoring to meet different students' learning needs.
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3d)
第四课时　Section B(1a—1d)
第五课时　Section B(2a—Reflecting)第一课时　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Unit 5.First，let's look at the title and the picture.What are we going to learn in this unit
Ss：We are going to learn some daily activities.
T：Yes，you're right.We are going to learn about what is happening around the world and share our lives.Look at the picture and share three questions with me：
Where do you think the people in the photos are？What are they doing
Can you explain how it can be daytime in one city when it is nighttime in another city
Do you know what time it is in other places right now
设计意图：通过提问，激发学生的兴趣和好奇心，激活学生的背景知识，引入本单元的主题。同时在导入活动中有意识地教授新词，为后续学习扫除障碍。
Activity 2 Presentation(获取与梳理)
T：Now，let's work on 1a.I have some pictures of activities here.Please write the activities in the box under the pictures.
(The teacher shows pictures and students write down the activities：gardening，playing volleyball，reading a book，riding a bike，shopping and washing dishes.Then the teacher asks students to express the pictures using the phrases as quickly as possible.After that，the teacher can encourage students to add more activities.)
设计意图：通过图片识别，帮助学生巩固活动名称的词汇，培养学生的观察(viewing)能力。
Activity 3 Listening(获取与梳理)
T：For 1b，listen carefully to the conversations and answer the questions.Pay close attention to the details，the speakers' tones and the key information.
T：Who is calling his friends
S1：Peter.
T：What activity does he want to do with his friends
S2：He wants to play volleyball at the sports park.
T：Good.Now，let's answer the last question.
(The teacher gets the students to answer questions based on the listening contents.Meanwhile，the teacher guides them to learn to write down key words while they are listening.)
设计意图：通过听力活动，训练学生捕捉关键信息的能力，进一步提升听力理解能力，同时帮助学生掌握相应听力技巧。
Activity 4 Listening(获取与梳理)
T：Let's work on 1c now.Let's listen to the conversations again and match the questions with the answers.
(Play the listening recording again；the students complete the matching questions.Ask the students to check the answers together.Then the teacher practises with several students，like “What's Teng Fei doing？”“He is…”．)
设计意图：通过听力信息匹配，培养学生获取关键信息的能力，进一步理解对话内容，掌握本单元目标语言。师生间小活动能扩大输入和输出，帮助学生提高听力理解和语言表达能力。
Activity 5 Practice(概括与整合)
T：Let's move on to 1d.OK，let's talk about what is happening using phone conversations.Please use the present continuous tense(such as “What are you doing？I'm ＋v. ing.Do you want to…？Of course！/…”) to invite friends to do something.
(The students practise dialogues in pairs.Then the teacher gets some pairs to share their conversations with the whole class，asks them to pay attention to how to refuse politely and gives appropriate feedback to students timely based on their performance.)
设计意图：通过对话练习，帮助学生学会用电话用语来邀请朋友做事，提高学生口语表达能力。学生在展示过程中，自然运用本单元核心句型，能提升信息整合能力，教师适当评价有利于帮助学生学会反思，树立学习信心。
Activity 6 Pronunciation(归纳与应用)
◎The sounds of letter “u”
T：Now，let's move on to Pronunciation.First，let's practise the sounds of letter “u”．Listen and repeat after me.
T：Good！Now，let's add one more word to each group and practise again.
(The students discuss in groups and the teacher adds some words like “uniform”“blue” and “duck”．The teacher gets them to pronounce these words correctly.)
◎Learn to read the stressed words.
T：Now，let's practise the pronunciation of stressed words.Listen to the conversation and underline the stressed words you hear.
(Then get the students to check answers together.)
T：Good！Let's practise the conversation together and pay attention to the pronunciation of stressed words.For example，in the sentence“I'm walking my dog.”，“walking” and “dog” are mainly the stressed words.
设计意图：通过发音练习，帮助学生掌握字母“u”的发音以及重读单词的正确发音，提升学生的口语表达能力，同时帮助学生明白不同的重读可以表达不同的含义。
Activity 7 Homework(分层作业)
必做题：Suppose it's 7：00 in the evening.Please write down what your family are doing.
选做题：Make up a phone conversation to invite your friends to do something and act it out.
第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Key words：washing dishes，shopping，riding a bike， reading a book Key sentence patterns： 1．—What are you doing at the moment？ —I'm gardening. 2．—Do you want to play volleyball at the sports park —Of course！/Sure./I'd love to，but…．
During the teaching process，it is important to observe students' reactions and participation degree，adjust teaching strategies and methods in time.Through the study of this lesson，students should be able to master some daily activities，use the present continuous tense to talk about what is happening and learn phone conversations to invite friends to do something.It can cultivate students' learning habits and observation abilities.At the same time，the teacher should adjust the teaching speed to make all the students keep up with it.第三课时　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.Please look at the two pictures on the screen.Lucy is calling.Her cousin，Tom，is answering.(Tom's mother is cooking.Tom's father is reading a newspaper.)Now，I'll get some of you to practise the call conversation.
设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的兴趣。
Activity 2 Presentation(获取与梳理)
T：Today we're going to learn Grammar Focus.
(Divide the class into two parts.Get one part to ask the questions，the other answers.The teacher plays PPT.Then ask them to find out what the tense is.
The teacher explains how to identify what the present continuous tense is，and gets the students to pay attention to the form of the tense “be＋doing”．)
设计意图：教师展示与五组小对话相对应图片的PPT，学生分组朗读，在这样的情境中，学生能通过观察从形式上发现现在进行时的构成，并能初步感知现在进行时的含义。
Activity 3 Complete the sentences(概括与整合)
T：Now，let's work on plete the sentences with the correct forms of the verbs in the box.
(Guide students to complete the dialogue fill in exercises，emphasizing the time of the activities，and choose the right forms of the activities.Then choose students to read the short conversations，and help them correct the mistakes that they made.Finally，let students practise the conversations in pairs.)
设计意图：通过填空练习，让学生在实际语境中体会现在进行时的意义，培养他们综合运用能力。
Activity 4 Practice(分析与判断)
Work on 3c.First，let students read the postcard to learn the general meaning of it.Then，get them to choose the right forms of the verbs to complete the postcard，and provide necessary help if possible.Finally，help the whole class to get the right answers and understand why they use these forms to fill in the blanks.
Ask the students to read the postcard in silence to get a good sense of language.
设计意图：通过语篇形式帮助学生理解不同时态表达的意义，懂得语法形式的选择取决于具体语境。这种练习能帮助学生建立以语言运用为导向的“形式—意义—使用”的语法观，提高他们的分析能力。
Activity 5 Pair work(内化与运用)
T：Now let's work in groups.Take turns miming different activities and guessing what they are.You can do these activities in groups of four.
(First，make a model for them.The teacher mimes an activity and asks several students to guess.)
S1：Are you swimming
T：No，I'm not.
S2：Are you playing basketball
T：No，I'm not.
S3：Are you singing
T：Yes，I am.
(Then ask them to practise.The teacher moves around the classroom and checks if the students use the present continuous tense correctly.)
设计意图：通过小组合作，提高学生参与课堂的热情度，猜测活动能引导学生自然运用现在进行时态，加深对该时态意义的理解，同时也能提升学生的听说能力。
Activity 6 Homework(分层作业)
必做题：Make up five sentences using the present continuous tense.
选做题：Write an email to your best friend to introduce what your family are doing.(Suppose it's 7：30 p．m.now.)
第三课时　Section A(Grammar Focus 3a—3d) Key words：kick，online，exam，hope，skate，call back，look forward to Key sentence patterns： 1．—Is he exercising at the park？ —No.He's shopping at the supermarket. 2．What is he/she doing at the moment 3．What are you/they doing right now？
During this lesson，the students actively participated in various activities but still faced difficulties using the present continuous tense in real conversations.In future teaching，I will increase more practical dialogue practice to help students better master and apply the tense.Also，I will pay attention to individual differences among students and provide more personalized guidance.第四课时　Section B(1a—1d)
Activity 1 Warming up and revision(感知与注意)
T：Before we start Section B，let's review what we've learned.Who can tell me some words about daily activities？And how do we use the present continuous tense
S1：“Playing football”，“reading a book”．We use “be ＋ doing” to show an action is happening now.
T：Good.Now，think about how we can share our lives with others.
S2：We can use photos and videos，or tell stories.
T：Right.Let's see how it's shown in our new lesson.
设计意图：通过回顾旧知识激活学生已有知识网络，强化词汇与语法记忆。以生活分享话题引导学生思考，激发探索欲，为新知识学习搭建思维桥梁，自然流畅导入新课，提升学生的参与热情与主动性。
Activity 2 Presentation(获取与梳理)
T：Now，let's turn to 1a.Look at the clocks and talk about the times in different places.You can share your answers with your partners and exchange them.
(Students engage in partner discussions.)
T：From the pictures，we can find different places have different times.We can call this the time zone.Now practise the model conversations with your partners.
S1：What time is it in Chongqing
S2：It's_8_p．m．/It's 8_o'clock_in_the_evening．
T：That's right.We can find different places and different zones，so the activities people do are different too.
设计意图：本活动旨在激发学生合作并分享关于时间的表达，同时也引入时区这个地理概念，活跃学生思维，同时为下面的语篇学习做好铺垫。
Activity 3 Be a quick finder(获取与梳理)
T：Now，it's time to work on 1b.We can find there are three paragraphs about 3 different places.I want you to read them quickly to find out what the places are.After that，add the time from 1a into the text.
(After students completing the work)
T：How did you add the time for Chongqing
S：I wrote “It's 8 p．m.in Chongqing.Some people are enjoying the city at night.”
T：Great.Let's check the others.
(The teacher guides students to check whether the time is accurate and whether the sentences are smooth.Check the answers together.)
设计意图：学生通过快速阅读查找地点和填入时间，可以帮助他们掌握恰当的阅读策略，初步了解文本大意，有利于培养阅读能力。
Activity 4 Be a careful reader(获取与梳理)
(Ask students to read the video script carefully and complete the chart.)
Places Time Activities(People are doing)
Chongqing
Nairobi
New York
(The teacher checks the information by asking questions.)
设计意图：这项活动帮助学生掌握阅读技巧，培养从文本中提取关键信息的能力，同时引导学生进一步理解文本内容。
Activity 5 Be a deep thinker(概括与整合)
T：Now，let's move on to 1c.Read the script again and answer the questions.
(The teacher explains the instructions and lists the questions in 1c.Then let students read the script to find the answers.The teacher moves around to give necessary help.)
T：What special dishes can people eat in Chongqing
S1：Chongqing hot pot and noodles.
T：Right.Why is the time different in each city
S2：Because of the different time zones.
T：Good.Keep answering other questions accurately.
设计意图：学生通过整合相关信息回答特定问题，能进一步加深对文本的理解。最后的开放性问题能发散学生思维，有利于语言能力和思维品质的培养。
Activity 6 Be a smart talker(内化与运用)
T：Now，it's time to work on 1d.I want you to complete the tasks with the information from 1b.This will help us get the right answers through the logical thinking and inferring abilities.
(Students work individually to complete the tasks.Then ask the students to describe the city using the information in the passages and 1d.Give a model like this：“I am from Nairobi，Kenya.In our city，people live side by side with many wonderful animals！It's three o'clock in the afternoon now.Look at that giraffe！It's drinking water.How wonderful！”
The teacher moves around to give proper help and then gets several students to give a short talk.)
设计意图：本活动旨在激发学生逻辑思维能力和推理判断能力，从而提取正确信息和合理的判断。同时，简短的场景谈论能提供目标语言运用的机会，帮助学生提升语用能力。
Activity 7 Homework(分层作业)
必做题：Choose one of 1d(1～5)and write a short report.
选做题：Suppose it's 8：00 a．m.in your town or city and write a short passage to talk about what people are doing.
第四课时　Section B(1a—1d) Key words：happen，rush，shine，brightly，colourful，painting，drive，time zone，around the world，in a hurry，side by side，drop off，take part in Key sentence patterns： 1．—What time is it in Chongqing —It's 8 p．m./It's eight o'clock in the evening. 2．What is happening in different time zones around the world？
In this lesson，I aimed to engage students in a meaningful exploration of different time zones and different activities.Through a variety of activities，including partner discussion and reading comprehension，students were able to deepen their logical thinking and conclusion abilities.However，in future lessons，I could incorporate more diverse perspectives on different places and their time zones to broaden students' horizons.Additionally，I could provide more guidance on how to effectively use logical thinking as a tool for inferring information.第二课时　Section A(2a—2e)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，everyone！Let's review the pronunciations we learned last class.Can you tell me some words with the letter “u” sounding/ju /，/u /and/ /
Ss：“Useful”“rule”“cup”，etc.
(Show a photo to the class and ask the students to talk about what they are doing.)
设计意图：通过复习元音发音来巩固语音知识，强化发音感知与辨别能力，为新课听力活动中准确捕捉词汇发音做准备。学生谈论图片内容能激发学生学习的热情，自然导入新课，帮助学生迅速进入学习状态。
Activity 2 Listening(获取与梳理)
T：Let's work on 2a.Before listening，let's look at the pictures(The teacher shows a picture to the class.)，and can you tell me what people are doing in the pictures
Ss：The man is talking on the phone，and two girls are making food.
T：Yeah，you're right.One of the girl with curly hair is Jane，and the man is Jane's father.Can you predict what we'll hear in 2a according to the instructions in 2a and the pictures
Ss：Perhaps they are talking something that is happening(on the phone).
T：OK.Now let's listen to the conversation to check your predictions and try to fill in the blanks.You can write the first letter of each word because of limited time.
(The teacher checks the answers and guides students to discuss the information in the listening material.If possible，let students listen for another time.)
设计意图：通过听录音材料并填空的活动，培养学生的听力专注度与获取关键信息的能力。建议学生填空时先写单词首字母，能帮助学生掌握听力策略。复听检查确保信息准确性，可以培养学生严谨认真的学习态度。
Activity 3 Reading(分析与判断)
T：Now let's work on 2b.Please read the conversation carefully and answer me these questions：Is Jane enjoying her life in Guangzhou now？Does Jane always spend the holiday with Hao Yi？Are Jane's parents preparing for the Dragon Boat Festival now？Does Jane care about her mother？Is Jane's mum not feeling well at the moment？(These questions are showed on the screen.)
(After reading，check the answers to the questions together.They are：1.Yes.2.We don't know.3.We don't know. 4.Yes. 5.Yes.)
T：Now，you can complete the tasks in 2b easily.
设计意图：通过阅读理解活动，培养学生结合文本信息进行分析和判断的能力，同时进一步加深对文本信息的理解，为后续学习奠定基础。
Activity 4 Language practice(概括与整合)
T：2c requires you to read the conversation again and complete the table.Fill in the activities of Jane and her family accurately.
(The students fill out the form.)
T：What did you write for Jane's activity
S1：I wrote “making zongzi and watching dragon boat races”．
T：Correct.What about her father's activity
S2：Washing the car.
T：Well done.Make sure all the entries are precise.
(The students read the conversation in silence and complete the table.With the teacher's help，the students can answer the questions easily after reading several times.)
设计意图：帮助学生梳理文本的关键信息，以表格形式清晰地呈现人物活动，提升信息整合与归纳总结能力。通过填写表格强化学生对文本细节的记忆与运用，培养学生高效提取关键信息的阅读技巧。
Activity 5 Role play the conversation(内化与运用)
T：Let's work on 2d.Listen again and pay attention to the stressed words.(Play the recording.)
(The students repeat the recording and try to imitate the pronunciation and intonation heard in the recording.The teacher guides students to pay attention to the pronunciation of the stressed words in the recording.Then，get the students to role play the conversation with their partners，and invite several students to show in the front.The teacher gives them proper help if necessary.)
设计意图：通过模仿和跟读，注意句子中单词重读的变化，提高学生语音和语调的准确性和流利性。角色扮演对话练习能帮助学生运用朗读技能和目标语言，进一步理解对话语篇。
Activity 6 Language practice(迁移创新)
T：Let's work on 2e.You've learned phone conversations，right？Do you know how to express and talk on the phone？What sentences can you remember
S：Hello/Hi，it's…This is…speaking./Could I speak to…？/Who's that？…
T：Now，let's first make up a conversation using the expressions in 2e.Suppose it's Sunday morning now.You want to call your uncle's family and wonder what they are doing.Then role play a telephone conversation in groups.
(After practising，invite several groups to act it out and give them help if necessary.)
设计意图：通过电话会话，引导学生运用所学知识来积极表达自己，提高语言组织能力和表达能力。学生之间的小组练习能促进沟通交流，互帮互助，有利于树立自信，培养学生的学习能力。
Activity 7 Homework(分层作业)
必做题：Recite the full text of 2a.Write down the conversation in Activity 6.
选做题：Call your best friend and ask what his/her family are doing；then write it down.
第二课时　Section A(2a—2e)Key words：festival，hold on，race，somebody，take/leave a message Key sentence patterns： We're having a holiday here. We're having fun in China. Hello.This is…speaking. Who's this？/May I ask who's calling Could I speak to…？ Would you like to leave a message？
In this lesson，students actively participated in various teaching activities，showing high learning interests and passion in English learning.Through role playing and group discussions，students' oral expression and language application skills were effectively enhanced.With the process of reading and phone conversations，students' cultural awareness has got increased，and it also developed the students' awareness of patriotism.第五课时　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，everyone！Before we start，let's do a quick review of what we've learned so far.
T：Can you talk about what we learned in previous lessons
S1：I remember we talked about the activities using the present continuous tense.
S2：And we also learned the phone conversations to invite friends to do something.
…
T：Great！Now，let's move on to Section B，2a，which is about “What's happening in a park？”
设计意图：通过复习旧知识，激活学生已有的相关知识储备，为新课的学习做好铺垫，同时也能发散学生的思维，激发他们的兴趣和好奇心。
Activity 2 Presentation(获取与梳理)
T：In 2a，it's Sunday and people are doing different things in a park.Look at the picture and imagine the scene.Describe the activities you see people doing to your partner.Use vivid words and the present continuous tense.
(Students present the conversations，and others listen to them carefully.The teacher corrects them in time if there are any mistake.)
S1：I see some people running and laughing.
S2：A man sitting on the bench is playing the guitar quietly.
T：Great descriptions.What else
S3：A woman is walking the dog happily.
T：Well done.Keep sharing.
…
设计意图：通过观察，培养学生观看“viewing”的能力，学生利用图片中的信息谈论人们正在做的事，能帮助他们巩固和强化对现在进行时的理解和掌握，有利于提高语言运用能力。
Activity 3 Practice(内化与运用)
T：Now，let's move on to 2b.You need to write a video script by describing what is happening in the park.You can use the information in 2a.There are lots of people in the park doing lots of different activities.What are they
T：Let's speak out the activities together.Think about what other activities you can think of.
(Students speak out the activities loudly，and they discuss other activities in groups and share ideas.)
T：Now，it's time to write your script.Remember to use the present continuous tense and include all the important activities.
(Students independently write scripts about what's happening in the park.The teacher supervises and provides guidance，encouraging students to be creative while paying attention to the accuracy of their language writing.Then students improve the script through self evaluation and mutual evaluation.Finally，the teacher asks some students to share their scripts.)
设计意图：通过写作练习，提高学生的写作能力和语言组织能力。学生的自评和互评能有效培养学生反思和合作意识，能促进核心素养的落实。
Activity 4 Project(描述与阐释)
T：Let's work on 3a.Class，now let's dive into our project—Draw a group of flats.We'll work in groups.In groups，draw a group of flats like the one in 3c.Think of a fun name for the flats.
(Each group draws a picture of flats，using their imagination to draw beautiful ones.The teacher moves around to encourage them to be brave and creative.At the same time，students learn to name the flats with their own ideas.)
设计意图：本活动旨在巩固学生对公寓的描述和命名，通过小组合作和互动，学生练习沟通技巧并加深对事物的了解。
Activity 5 Drawing a group of flats(描述与阐释)
T：Now，let's move on to 3b.Based on the flats you've drawn and named in 3a，draw some people doing different activities in the flats.You can work in groups.Each can draw what people are doing in different rooms on the same floor.Think about how to make the atmosphere harmonious，happy and interesting.
(The teacher encourages the students to be brave and open.While the students are working，the teacher moves around and gives proper help if necessary.)
设计意图：这个活动鼓励学生通过绘画来展示自己的思想，有利于培养绘画能力，提升审美能力；学生要使图片有趣、有创造力，并与他人分享，能培养他们创造性思维。
Activity 6 Presenting the flats(内化与应用)
T：Let's work on 3c.Alright，now it's time to show your pictures，which you drew in 3a and 3b.In the pictures，there are flats with interesting names and people doing different activities.Now present your flats to your classmates，and describe what is happening in each flat.
(Each group chooses a leader to present their flats.)
Group 2：Our “Dreamland Flats” has a rooftop garden.People are gardening and enjoying the fresh air.There's also a study room where students are reading quietly.
T：Impressive.Now，let's vote.Which flat do you think is the best
T：Alright，it's time to vote for the happiest and most interesting flats.Please raise your hand for the group you think has done the best job.
(After the students vote for the selection，the teacher summarizes and comments，affirms the creative highlights，and puts forward suggestions for improvement.)
T：Congratulations to Group Two！You've received the most votes，and your team is truly impressive.Great job to all the groups for your creative and thoughtful designs.
设计意图：本次活动旨在提升学生对活动描述的能力，通过小组合作和互动游戏，激发学习兴趣，培养合作意识，并加深对现在进行时的掌握程度。
Activity 7 Reflecting(分析与评价)
Encourage the students to evaluate their performances in this unit.They can describe themselves how well they did according to the evaluation scale.
They can express like this：I can describe what the people around me are doing.I can use the present continuous tense to describe ongoing actions…I think I should ask my teacher and classmates for help when I meet problems.
设计意图：通过量表，学生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。这样能帮助学生养成反思习惯，提升思维品质，有利于培养他们的学习能力。
Activity 8 Homework(分层作业)
必做题：Write a short passage based on the flats you drew in today's class，describing what is happening in each flat.
选做题：Observe the flats near your house and draw some people doing different activities in the flats.
第五课时　Section B(2a—Reflecting) Key sentences： Now it's ten o'clock in the morning. Look，the sun is shining! Let's see what everyone is doing! Draw a group of flats.(Display a picture) Liangliang lives in Flat 101 with his family. He's painting.
The students actively participated in the discussion in class and showed a strong interest in the topic of activities.Through the activity of drawing a group of flats and describing what is happening，the students not only consolidated the vocabulary and the tense learned but also exercised their creativity.In the future class，we will continue to explore more topics and activities related to what's happening to stimulate students' interest in learning and creativity.

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